Document Type
Article
Publication Date
2023
Publication Title
Frontiers: Education
Abstract
This study explores the range of distinct mistake responses that one veteran public school teacher employs with her class of 20 Kindergarten students during daily learning and teaching. Relying on more than 60 h of classroom observations and using a grounded theory approach, a micro-level, qualitative analysis of the teacher’s responses to each child’s mistakes was conducted, attending to words and actions during instructional interactions captured in fieldnotes and video recordings. Data analysis of observed teaching practices revealed five distinct patterns that the teacher used to help children correct academic and/or behavioral mistakes. The amount and type of teacher involvement ranged from little engagement with mistakes for students who rarely made any, to heavyhanded supports for children who routinely struggled to obtain right answers.
Keywords
young children, teacher response, individualized instruction, error correction, qualitative research, teacher-student relationship, mistake
Volume
8
DOI
10.3389/feduc.2023.1240411
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Rights
© 2023 Donaldson.
Recommended Citation
Donaldson, Maleka, "Welcome to the Oops Club!: Varied Patterns of Mistake Responses in a Veteran Teacher’s Classroom" (2023). Education and Child Study: Faculty Publications, Smith College, Northampton, MA.
https://scholarworks.smith.edu/edc_facpubs/28
Comments
Archived as published.